Dominican University of California
 

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Presentation or Panel Title

Eighth Grade Mathematics Intervention: Improving Student Self-Esteem and Content Knowledge of Targeted Mathematic Skills

Location

Guzman Lecture Hall

Start Date

4-14-2016 6:00 PM

End Date

4-14-2016 7:00 PM

Department

Education

Student Type

Graduate

Faculty Mentor

Madalienne F. Peters, ED.D.

Presentation Format

Poster Presentation

Abstract/Description

By eighth grade some students believe they are “not good” and never will be good at mathematics. Discouraged by poor grades, negative feedback from teachers or demoralized by repeated academic failure, these students disengage from their mathematics classwork. In some cases, mathematics intervention classes are the last chance to get them back on track to qualify for Algebra I in 9th grade. The purpose of this study is to identify methods and strategies to reengage these students and aid them not only by increasing their academic content knowledge in mathematics, but also by focusing on boosting their self-esteem and sense of belonging in the school setting.

The review of the literature identified some things that students need, such as a nurturing environment, a positive psychology and an intellectual growth mindset, but revealed little as far as a successfully implementable strategy that could be applied to an in-school day intervention class curriculum. The research identifies what is needed but has yet to produce a prescription for addressing the needs of these students.

The sample of convenience is a small class of 11 students in a suburban school setting. They form an intact group that meets with the teacher/researcher once a day during the traditional middle school bell schedule. This is a case study design using a mixed methods approach analyzing both qualitative and quantitative data. The class operates under a semi-structured weekly agenda, which primarily relies on an individualized computer-based study plan and assessment program called Ascend to address gaps in content knowledge from prior school years. Additionally, students learn through teacher led instruction to frontload and review content and student driven activities such math talks and group work.

Keywords: Intervention, Growth Mindset, Positive Psychology, 8th Grade, Algebra I, Self-Confidence, Self-Esteem, Academic Improvement, Mathematics, Discouraged Learners, Hierarchy of Needs

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Apr 14th, 6:00 PM Apr 14th, 7:00 PM

Eighth Grade Mathematics Intervention: Improving Student Self-Esteem and Content Knowledge of Targeted Mathematic Skills

Guzman Lecture Hall

By eighth grade some students believe they are “not good” and never will be good at mathematics. Discouraged by poor grades, negative feedback from teachers or demoralized by repeated academic failure, these students disengage from their mathematics classwork. In some cases, mathematics intervention classes are the last chance to get them back on track to qualify for Algebra I in 9th grade. The purpose of this study is to identify methods and strategies to reengage these students and aid them not only by increasing their academic content knowledge in mathematics, but also by focusing on boosting their self-esteem and sense of belonging in the school setting.

The review of the literature identified some things that students need, such as a nurturing environment, a positive psychology and an intellectual growth mindset, but revealed little as far as a successfully implementable strategy that could be applied to an in-school day intervention class curriculum. The research identifies what is needed but has yet to produce a prescription for addressing the needs of these students.

The sample of convenience is a small class of 11 students in a suburban school setting. They form an intact group that meets with the teacher/researcher once a day during the traditional middle school bell schedule. This is a case study design using a mixed methods approach analyzing both qualitative and quantitative data. The class operates under a semi-structured weekly agenda, which primarily relies on an individualized computer-based study plan and assessment program called Ascend to address gaps in content knowledge from prior school years. Additionally, students learn through teacher led instruction to frontload and review content and student driven activities such math talks and group work.

Keywords: Intervention, Growth Mindset, Positive Psychology, 8th Grade, Algebra I, Self-Confidence, Self-Esteem, Academic Improvement, Mathematics, Discouraged Learners, Hierarchy of Needs